The driving question should be open-ended without a singular response. This prompts complex inquiry.
Template: How can/doI/WeBuild/Createsomethingfor a public purpose - see below for resources
Should not be “google-able”; that is, it should not have a simple answer.
To answer the driving question, ask yourself, "Will my students need to learn important content and skills?"
Ask yourself, "Does it focus on an authentic issue, problem or challenge?"
2. Need to Know: Answers the “Why” of the Driving Question
The “entry event” should answer the Need to Know
The project idea on the project overview should not be phrased as “Students will” but rather indicate why students will do what they are doing.
3. Inquiry & Innovation
Tries to find an answer to the driving question
Inquiry is tied to innovation.
Innovation: the creation of something new and of value
4. 21st Century Skills
Collaboration
Communication
Critical Thinking
Creativity
5. Student Voice & Choice- See RSA Animated Movie on “Drive”
Daniel Pink’s book, “Drive”, says that people, when working on tasks that required MORE than rudimentary cognitive skills, are NOT motivated most by cash rewards, but rather by:
Autonomy- self-direction that stimulates engagement
Mastery - the urge to get better at something - like playing musical instruments on the weekends
Making a Contribution - Giving a meaningful purpose - makes coming to work better and gets better talent. Companies that are animated by making a meaningful purpose are doing better economically.
Giving kids money to come to school or have better grades, doesn’t work! University of Chicago tried this and put in place a “For Pay” system of rewards. The kids got paid $200/semester if they got all “C’s or better”. If they kept it up, they were eligible for a $5,000 reward. What they found was that there was no measurable change. Kids who did better just got money. Those who did poorly, got money and still did poorly.
A student who is disengaged is not getting any of these three essentials.
6. Feedback & Revision
Ron Berger: “An Ethic of Excellence”
Expeditionary Learning Schools - WHEELS in Washington Heights
Good at feedback and revision
How to create a culture of critique that promotes a higher quality of student work
Critique should come from four sources:
Teacher
Self
Peers
Experts
Types of critiques
In depth critique: working with one student
Revision
Formative Assessment: critique that build excellence. Each error is a learning experience that builds towards correct
Summative Assessment: comes at the end, is usually a reward or punishment
Project-Based Learning - Session #2 - Building Upon Our Learning
1. Driving Question
- The driving question should be open-ended without a singular response. This prompts complex inquiry.
- Template: How can/doI/WeBuild/Createsomethingfor a public purpose - see below for resources
- Should not be “google-able”; that is, it should not have a simple answer.
- To answer the driving question, ask yourself, "Will my students need to learn important content and skills?"
- Ask yourself, "Does it focus on an authentic issue, problem or challenge?"
2. Need to Know: Answers the “Why” of the Driving Question- The “entry event” should answer the Need to Know
- The project idea on the project overview should not be phrased as “Students will” but rather indicate why students will do what they are doing.
3. Inquiry & Innovation- Tries to find an answer to the driving question
- Inquiry is tied to innovation.
- Innovation: the creation of something new and of value
4. 21st Century Skills- Collaboration
- Communication
- Critical Thinking
- Creativity
5. Student Voice & Choice - See RSA Animated Movie on “Drive”- Daniel Pink’s book, “Drive”, says that people, when working on tasks that required MORE than rudimentary cognitive skills, are NOT motivated most by cash rewards, but rather by:
- Autonomy - self-direction that stimulates engagement
- Mastery - the urge to get better at something - like playing musical instruments on the weekends
- Making a Contribution - Giving a meaningful purpose - makes coming to work better and gets better talent. Companies that are animated by making a meaningful purpose are doing better economically.
- Giving kids money to come to school or have better grades, doesn’t work! University of Chicago tried this and put in place a “For Pay” system of rewards. The kids got paid $200/semester if they got all “C’s or better”. If they kept it up, they were eligible for a $5,000 reward. What they found was that there was no measurable change. Kids who did better just got money. Those who did poorly, got money and still did poorly.
- A student who is disengaged is not getting any of these three essentials.
6. Feedback & Revision- Ron Berger: “An Ethic of Excellence”
- Expeditionary Learning Schools - WHEELS in Washington Heights
- Good at feedback and revision
- How to create a culture of critique that promotes a higher quality of student work
- Critique should come from four sources:
- Teacher
- Self
- Peers
- Experts
- Types of critiques
- In depth critique: working with one student
- Revision
- Formative Assessment: critique that build excellence. Each error is a learning experience that builds towards correct
- Summative Assessment: comes at the end, is usually a reward or punishment
7. Publicly Presented Product